EARLY YEARS FOUNDATION STAGE PLANNING FOR KG1 HONEYBEE
STANDARDS Highlighted are the standards that I am working on this week.
Date/Week: 16th Week 22.01.2017
2016-2017
Theme:
PERSONAL SOCIAL AND
EMOTIONAL
DEVELOPMENT.
MAKING RELATIONSHIPS
Initiates play, offering cues
to peers to join them.
Keeps play going by
responding to what others
are saying or doing.
Demonstrates friendly
behaviour, initiating
conversations and forming
good relationships with
peers and familiar adults.
(30-50 mths)
SELF CONFIDENCE
Enjoys responsibility of
carrying out small tasks.
Is more outgoing towards
unfamiliar people and more
confident in new social
situations.
(30-50 mths)
MANGAING FEELINGS &
BEHAVIOUR
Aware of own feelings and
knows that some actions
and words can hurt others’
feelings.
Begins to accept the needs
of others and can take
turns and share resources,
COMMUNICATION AND
LANGUAGE.
LISTENING AND ATTENTION
Listens with interest to the
noises adults make when
they read stories.
Listens to others one to one
or in small groups when
conversation interests them.
Listens to stories with
increasing attention and
recall.
Is able to follow directions (if
not intently focused on own
choice of activity).
UNDERSTANDING
Developing understanding of
simple concepts (e.g.
big/little).
Understands use of objects
(e.g. “What do we use to cut
things?”).
Responds to simple
instructions, (e.g. to get or
put away and object).
Beginning to understand
“Why?” and “How?”
questions.
Shows understanding of
prepositions such as ‘under,’
‘on top,’ ‘behind,’ by carrying
TERM 2
Theme: Animals (Minibeast)
LEARNING INTENTIONS, GOALS OR OBJECTIVES
LITERACY. MATHEMATICS. UNDERSTANDING PHYSICAL EXPRESSIVE ART &
THE WORLD. DEVELOPMENT. DESIGN.
READING NUMBERS
Enjoys rhyming and Uses some number PEOPLE & COMMUNITIES MOVING AND EXPLORING & USING
rhythmic activities. names and number Shows interest in the lives HANDLING MEDIA AND MATERIALS
language of people who are familiar Turns pages in a Creates sounds by
Shows awareness of spontaneously. to them. book, sometimes banging, shaking,
rhyme and alliteration several at once. tapping, or blowing.
Uses some number Remembers and talks
Recognizes rhythm in names accurately in about significant events in Shows control in Enjoys joining in with
spoken words. play. their own experience. holding and using jugs dancing and ring games.
to pour, hammers,
Listens to and joins in Recites numbers in Recognises and describes books and mark- Sings a few familiar
with stories and poems, order to 10. special times or events for making tools. songs.
one to one and also In family or friends.
small groups. Beginning to represent (30-50 mths) Mounts stairs, steps Beginning to move
numbers using fingers, or climbing rhythmically.
Joins in with repeated marks on paper or THE WORLD equipment using
refrains and anticipates pictures. Comments and asks alternate feet. Imitates movement in
key events and phrases in questions about aspects of response to music.
rhymes and stories. Shows an interest in their familiar world such as Runs skilfully and
numerals in the the place where they live negotiates space Taps out simple
Beginning to be aware of environment. or the natural world. successfully, adjusting repeated rhythms.
the way of the way speed or direction to
stories are structured. Realises not only Can talk about some of the avoid obstacles. Explores and learns how
objects, but anything things they have observed sounds can be changed.
Suggests how the story can be counted, such as plants, animals, Can stand
might end. including steps, claps or natural and found objects. momentarily on one Uses various
(30-50 mths) jumps. foot when shown. construction materials.
Talks about why things
WRITING SHAPES & SPACE happen and how things Realises tools can be
Distinguishes between Beginning to categorise work. HEALTH AND SELF- used for a purpose.
the different marks they objects according to the CARE
make properties such as shape Developing an Drinks well without
(22-36 mths) or size. understanding of growth, spilling. BEING IMAGINATIVE
decay and changes over Developing preferences
Sometimes gives meaning Begins to use the time. Observes the effects for forms of expression.
to marks as they draw language of size. of activity on their
and paint. Shows care and concern bodies. Uses movement to
sometimes with support out and action or selecting
from others. picture.
(30-50 mths)
SPEAKING
Uses language as a powerful
means to widening contacts,
sharing feelings, experiences
and thoughts.
Holds a conversation,
jumping from topic to topic.
Learns new words very
rapidly and is able to use
them in communicating.
Uses a variety of questions
(e.g. What, When, Who).
Beginni9ng to use more
complex sentences to link
thoughts (e.g. using and
because).
Questions why things happen
and gives explanations. Asks
e.g. Who, What, When, and
How.
Uses vocabulary focused on
objects and people that are
of particular importance to
them.
Uses talk in pretending that
objects stand for something
else in play, e. g. “This box is
my castle.”.
Understands some talk for living things and the express feelings.
Ascribes meanings to about immediate past environment. Can usually manage
marks they see in and future, e.g. ‘before,’ (30-50 mths) washing and drying Creates movement in
different places. ‘later,’ or ‘soon.’ (22-36 hands. response to music.
(30-50 mths) mths) TECHNOLOGY /ICT
Knows how to operate Sings to self and makes
READERS WRITERS Shows and interest in simple equipment, e.g. up simple songs.
WORKSHOP shape and space by turns on CD player and
Non Fiction Teaching playing with shapes or uses remote control. Notices what adults do,
Points making arrangements imitating what is
Readers think about the with objects Shows an interest in observed and then doing
message of the story. technological toys with it spontaneously when
Uses shapes knobs or pulleys, or real the adult is not there.
Readers retell/ appropriately for tasks. objects such as cameras or
summarise a story and mobile phones. Engages in imaginative
cover the story Shows interest in shapes role-play based on own
elements. in the environment. Shows skill in making toys first-hand experiences.
(30-50 mths) work by pressing parts or
lifting flaps to achieve Builds stories around
effects such as sound, toys, e.g. farm animals
movements or new needing rescue from an
images. armchair ‘cliff’.
Knows that information Uses available resources
can be retrieved from to create props to
computers. support role-play.
(30-50 mths)
Captures experiences
and responses with a
range of media, such as
music, dance and paint
and other materials or
words.

Period 1- 7.10-7.50
Math
Introduce number 10 and
reinforce previous number
(0-9) using different
objects, resources and
songs. Encourage children
recite numbers in order
and count using their
fingers. Shape of the
week: Rectangle. (Link to
PD, CL and EAD)
Group 1: Number 10 using
“Counting keys”. Children
will have to grab and slide
10 keys onto the key ring.
(Challenge: Children will
get an extra sticker if
Sunday
they are able to choose 9
keys of the same colour.)
(Link to CL, EAD and PD)
Group 2: Number 1 to 10
using “Number frames”.
Teacher will say out loud a
number between 1 and 10
and children using
counters will have to place
the correct quantity on
the frame. (Challenge:
Children will get an extra
sticker if they are able to
do the activity without the
flashcard with the
number)(Link to CL, EAD
and PD
EARLY YEARS FOUNDATION STAGE PLANNING ACTIVITIES FOR KG1 HONEYBEE
Period 2- 7.50-8.30 Period 3- 8.30-9.10 Period 4- 9.50- Period 5- 10.20-11.00
.10.20
Math PD- Fine Motor EAD
Outdoor activity Group 1: Children will Introduce color Read: There was an old
(Whole class): Sorting play with play dough. green. Ask children if
lady who swallowed a fly.
shapes. (Link to CL, EAD and they know how to
Using shapes of UTW) make orange green
different sizes and using primary colours
colours. Children will Group 2: Children will (Yellow, red and blue)
have to pay attention use stencils to draw (Link to PD and UTW)
to the teacher and and colour shapes.
(Link to EAD, CL and
find shapes with Introduce the theme
PSED)
specific of the week:
characteristics (e.g. Minibeast. Show them
Red circles, big pictures using the
squares) projector,encouraging
they repeat insect’s
name and talk about
how insects look.
Group 1: Children will
draw by themselves
their own insects.
(Link to CL, PD and
UTW)
Group 2: Children will
try to do their own
minibeast using play
dough.
(Link to CL, PD and
UTW)
Second step day 1:
Puppet Script (Link to
CL, PSED and UTW)
Period 6- 11.35- Period 7- 12.10-12.50
12.10
Library Arabic Literacy
Ms.Hanaa
During this Introduce letter Kk and
week students the sound that makes the
will learn ther letter" letter Kk using the Jolly
(Library)
Taa" the home work
phonics resources.
inside the Arabic
Encourage children sing
book page "82,83".
and repeat the letter
‫األسبوع هذا خالل‬ sound when we play Jolly
‫حرف الطالب يتعلم سوف‬ phonics songs. (link to EAD
" ‫وأشكاله "ت‬
and CL)
‫ المختلفة‬، ‫داخل المنزلي الواجب‬
‫صفحة العربية اللغة كتاب‬
Using flashcards or the
"83،82"
English book to introduce
some words that begins
with the letter Kk: Key,
Koala, Kitten, etc
Encourage children
identify beginning sounds.
Group 1: Ask students to
find beads with the letter
Kk and do a necklace or
bracelet (Challenge: If
they are able to find more
than 5 letters K they will
get 2 stickers) (Link to CL
and PD)
Group 2: Finding letter A
to K. Ask children to find
letters A, B, C, D, E, F, G,
H, I, J and K, place them
in the correct order.
(They can use letters mat
if they do not know the
sequence) (Link to CL, M
and PD)
 Math
Reinforce number 10 and
rectangle shape using
songs and games. (Link to
PD, CL and EAD)
Group 1: Math Art craft:
10 minibeasts in a Jar.
Children have to get 10
minibeast colour and paste
them in their jars.
(Challenge: Ask children to
write number next to the
minibeast)
(Link to PD, EAD, CL and
PSED)
Group 2: Outdoor
provisionary area:
Children will decide what
Monday
activities they would like
to do while they are in the
provisionary area.
In the provisionary area
we will have 4 areas:
creative area (with
painting, bug sponges
stampers, etc.), playing
area with with blocks and
toys, writing area with
boards and markers and a
sensory area with water
and sand.
(Link to PD, EAD, L, M and
CL)
PD- Fine Motor EAD EAD PSED - Second Step CL Literacy
Music program
Group 1: Student will Group 1: fingerprint Group 2: fingerprint Second step day 2: Minibeast: As we have Reinforce the letter and
cut different bugs. Children will bugs. Children will Story and discussion. been talking since the the sound of Kk using Jolly
materials with the design minibeast using design minibeast using (Link to CL and UTW) beginning of January, phonics resources. (Link to
support of the their fingers. Using their fingers. Using January’s theme is EAD and CL)
teacher.(Link to PD, ink pads children will ink pads children will Theme of the week: Animals. This week
EAD, CL and PSED) use their finger print use their finger print Minibeast: We will play children will learn new Ask children to do simple
do to the body do to the body on the carpet with words related to the sentences using words that
Group 2: Outdoor (thorax and abdomen) (thorax and abdomen) minibeast. Using the theme, encouraging begin with letter Kk. (Link
provisionary area: of the bees. They will of the bees. They will projector show children they learn basic to CL and UTW)
Children will decide use market to draw use market to draw different videos of the things about
what activities they most beautiful insects Group 1: Art craft: K is for
legs, wings, antennas, legs, wings, antennas, minibeast, for
would like to do while on the world. (Link to key. Make a shiny key with
etc. Play different etc. Play different example parts on an
they are in the CL, L and UTW) foil to work the letter Kk.
songs related with songs related with insect (legs, winds,
provisionary area. (Link to EAD and PD)
the theme. (The ants the theme. (The ants thorax, etc.)
In the provisionary Group 1: Outdoor
go marching, there go marching, there Ask children to ask
provisionary area: Group 2: Ask students to
area we will have 4 was an old lady who was an old lady who questions related to
Children will decide find beads with the letter
areas: creative area swallowed a fly’’, etc.) swallowed a fly’’, etc.) insect e.g. How many
what activities they Kk and do a necklace or
(with painting, bug (Link to PD and CL) (Link to PD and CL) legs have bees?
would like to do while bracelet (Challenge: If
sponges stampers, (Link to UTW and
they are able to find more
etc.), playing area they are in the provision
Group 2: Outdoor Group 1: Outdoor EAD)
area. than 5 letters K they will
with with blocks and provisionary area: provisionary area:
In the provisionary area get 2 stickers) (Link to CL
toys, writing area Children will decide Children will decide Read: what is this?
we will have 4 areas: and PD)
with boards and what activities they what activities they
markers and a sensory creative area with (Link to L and EAD)
would like to do while would like to do while
area with water and painting, playing area
they are in the they are in the
sand. with blocks and toys,
provisionary area. provision area.
(Link to PD, EAD, L, M writing area with boards
In the provisionary In the provisionary
and CL) and markers and a
area we will have 4 area we will have 4
sensory area with water
areas: creative area areas: creative area
and sand,
(with painting, bug with painting, playing
(Link to PD, EAD, L, M
sponges stampers, area with blocks and
and CL)
etc.), playing area toys, writing area
with with blocks and with boards and
toys, writing area markers and a sensory
with boards and area with water and
markers and a sensory sand,
area with water and (Link to PD, EAD, L, M
sand. and CL)
(Link to PD, EAD, L, M
and CL)
 Math
Reinforce number 10 and
rectangle shape using
songs and games. (Link to
PD, CL and EAD)
Group 1: Math book:
Children will do the
worksheets related to
number 10. (Link to PD, CL
and EAD)
Group 2: Math sequence
puzzles 1 to 10. Children
will do play with math
puzzles. (Challenge: do the
puzzles without puzzles’
mats). (Link to CL, EAD
and PD)
Tuesday
Group 3: Play on the carpet
with magnets and blocks.
(Link to CL, EAD and PD)
Arabic
Ms.Hanaa
During this
week students
will learn ther letter"
Taa" the home work
inside the Arabic
book page "82,83".
‫األسبوع هذا خالل‬
‫حرف الطالب يتعلم سوف‬
" ‫وأشكاله "ت‬
‫ المختلفة‬، ‫داخل المنزلي الواجب‬
‫صفحة العربية اللغة كتاب‬
"83،82"
PD- Fine Motor EAD PSED UW Literacy
Group 1: Children will Read: My favourite Second step day 3: In Reinforce minibeast: Reinforce the letter and
practice to write people. small groups play skill Talk about bugs- the sound of Kk using Jolly
their names. (Link to and practice games insect. Ask to them phonics resources. (Link to
CL, EAD and UTW) Discovering new while the rest of what kind of insects EAD and CL)
textures: we will talk children are playing on they know. Encourage
Group 2: Student will about textures using the carpet. (Link to CL, children to compare Group 1: Finding letter A
cut different some objects from UT and EAD) different insects or to K. Ask children to find
materials with the the class and we will describe similarities letters A, B, C, D, E, F, G,
support of the do together slime. H, I, J and K, place them
between them. How
teacher.(Link to PD, in the correct order.
Some insects like many legs do they
EAD, CL and PSED) worms have slimy have? Do they have (They can use letters mat
texture, so with this wings? Are they very if they do not know the
activity children will small? Is easy to sequence) (Link to CL, M
able to discover, feel catch them? Are you and PD)
and play with scare of them? Let
Group 2: Art craft: K is
different texture. the students express
for key. Make a shiny key
(link to CL, PD, UTW their own experiences
with foil to work the
and M) with insects or bugs.
letter Kk. (Link to EAD and
Watch: What Is An
PD)
Insect? (Link to
PSED, CL,
Independent learners
and effective
communicators )
Outdoor activity:
Take a walk around
the school to find
insects or bee.
Encourage children
understand how do we
have to behave when
we any kind of animal
or insect. (Link to CL
and PD)
https://youtu.be/DUP
XkWqC1aA
 Math
Reinforce number 10 and
rectangle shape using
songs and games. (Link to
PD, CL and EAD)
Group 1: Play on the carpet
with magnets and blocks.
(Link to CL, EAD and PD)
Group 2: Math book:
Children will do the
worksheets related to
number 10. (Link to PD, CL
and EAD)
Group 3: Math sequence
puzzles 1 to 10. Children
will do play with math
Wednesday puzzles. (Challenge: do the
puzzles without puzzles’
mats). (Link to CL, EAD
and PD)
PD- Fine Motor EAD PSED CL UW Literacy
Group 1: Children will Group 2: Doing pink Second step day 4. In Continue: Simple Child initiated Reinforce the letter and
use stencils to draw paint: student will do small groups play skill questions and answers: learning: Students the sound of Kk using Jolly
and colour shapes. their own pink paint and practice games Encourage children learn free choice. phonics resources. (Link to
(Link to EAD, CL and mixing red and white while the rest of simple questions such as, EAD and CL)
PSED) paint. When they children are playing on what is your name? How Children will take
paint will be ready the carpet.(Link to old are you? How is your turns to play Group 1A/1B: English book:
Group 2: Doing pink they can do their own CL, UT and EAD) teacher? And simple computer games Writing the letter Ii.
paint: student will do creations using only answers. My name is…... related to the weekly Letter formation:
their own pink paint pink objects. (Link to Group 1: Children will I am 3/4years old. My theme.http://learnen encourage children to
mixing red and white EAD, CL and PSED) read books on the teacher is… glishkids.britishcounci write the letter Ii in
paint. When they carpet. Encourage l.org/en/fungames/ins appropriate way. (Link to
paint will be ready Group 1: Children will they take care of the Talk about what classes ect-world (Link to PD)
they can do their own use stencils to draw book while they read. are called using bugs’ PSED, PD and CL)
and colour shapes. (Link to L, CL, PD and names. Q&A: what do Group 2: Read books
creations using only
(Link to EAD, CL and UTW) you think that we are independently on the
pink objects. (Link to
PSED) Group 2: Children will called bumblebee? carpet. (Link to PSED, CL
EAD, CL and PSED)
practice how to write Would you like to be and EAD)
their names. (Link to other bug? What bug
CL and PD) would you like to be?
(Link to UTW, L and
PSED)
Work with some
opposite using flash
cards, toys and pictures
from internet. Big-
small/ Right- left/ Tall-
short/ Cold- hot, etc.
 Math
Reinforce number 10 and
rectangle shape using
songs and games. (Link to
PD, CL and EAD)
Group 1: Math sequence
puzzles 1 to 10. Children
will do play with math
puzzles. (Challenge: do the
puzzles without puzzles’
mats). (Link to CL, EAD
and PD)
Thursday Group 2: Play on the carpet
with magnets and blocks.
(Link to CL, EAD and PD)
Group 3: Math book:
Children will do the
worksheets related to
number 10. (Link to PD, CL
and EAD)
PD- Gross motor Literacy UW (understanding CL Literacy Math
PE Ms.Abel of the word)
-Mount stairs, steps Reinforce the letter Why don’t spiders get Second step day 5: Read Group 1: Children will Group 1: Children will
or climbing equipment and the sound of Kk trapped in their own a book related to the decide which Literacy practice how to write their
using alternate feet. using Jolly phonics webs? Explain that week’s theme. (Link to activity they prefer names. (Link to PSED and
PSED, UTW and EAD)
resources. (Link to spiders actually spin to do during the PD)
-Run skillfully and
EAD and CL) two types of silk lesson (for example:
negotiates space Reading together:
threads to make their play with letters, read Group 2: Children will
successfully, -A closer look.
adjusting speed or Group 2A/2B: English webs. First, the books, mystery box, decide which math activity
–Our busy day
direction to avoid book: Writing the spider spins strong, etc.) they prefer to do during
obstacle. letter Ii. Letter non-sticky threads to the lesson (for example:
Child initiated learning:
formation: encourage form a framework for Group 2: Children will play with magnetic shapes,
Students free choice.
children to write the the web. Then it adds practice how to write count and link, pegs and
letter Ii in sticky, stretchy their names. (Link to boards, etc.)
appropriate way. (Link strands to trap PSED and PD)
to PD) 121 with those children
insects. Watch a
121 with those that need more help with
video about spiders
Group 1: Read books children that need numbers and shapes. (Link
spinning their webs.
independently on the more help with to PSED, EAD and PD)
carpet. (Link to PSED, Practice imitation letters. (Link to
CL and EAD) insect noises, Buzz PSED, EAD and PD)
like a bee or mosquito,
chirp like a cricket,
hum like a cicada, etc.
(Link to PSED, CL and
EAD)

Evaluation
Children have learned about minibeast, actually most of them are familiar with basic minibeast
because KG1 classes are named with minibeast names such as ladybird, butterfly, caterpillar, etc..
at the same time most of them know who are their respective teacher, (“saying Ms. Venka
Butterfly”). We have introduced number 10, but some of them refer it as 1 – 0 or 0-1. Next week
we will encourage they start to understand the difference between 1 digit numbers and 2.
Child Initiated Learning
Last week children were asking me about my snack (because most of the day I eat salad), they wanted to
try my salad, so I gave to each of them a small piece of lettuce, after that I put some salt on my salad, and
they started to ask me ‘’what is this?’’ Li. Asked me “what you do? So I explained them that I was putting
some salt on my salad because it was tasteless. Some of them told me, “give me please’’, so I gave to each
of them a few grains of salt. They are really interested when I bring special fruit like mango or kiwi.
So this week, they will learn about letter K and I will bring Kiwis to see how they reacts and if they ask me
that they want to taste the kiwi. I will try to include more activities where they can experiment with
different textures and tastes.
 Notes

Links:

LIT:

Sesame Street Letter K

https://www.youtube.com/watch?v=ZoUO3icG11E

Learning ABC Alphabet - "K"

https://www.youtube.com/watch?v=lmKJGJkh-ic

MATH:

shapes song

https://www.youtube.com/watch?v=dsR0h50BiFQ

Numbers songs:

https://www.youtube.com/watch?v=3ku3FueLlV8

CL:
Bugs: Learning about Insects for Kids and Children

https://youtu.be/iQlEHbhoTps

The Opposites Song

https://www.youtube.com/watch?v=HGeuA4iJ8vI

UTW:

Mr TUMBLE insects/bugs

https://www.youtube.com/watch?v=woDp_8eafWo

MINI-BEASTS SONG

https://www.youtube.com/watch?v=LoIeeIEPGJI

PD:

Reach Up High | Tofa Tafa with Lyrics | Children Love to Sing Kids Action Dance Party Songs

https://www.youtube.com/watch?v=bRpMZUylwfY

Just Dance 4 - "Im Gonna Catch You" Kids Music Video with Lyrics

https://www.youtube.com/watch?v=h6tnKD1pem4

PSED:

Caillou - Caillou can teach Rosie about bugs(S01E23) | Cartoon for Kids

https://www.youtube.com/watch?v=tJg-u_MHQCQ

Dear Zoo
https://www.youtube.com/watch?v=Kzl9IyeMWto

EAD: Sing and dance:

Just Dance Kids - Monkey Dance

https://www.youtube.com/watch?v=u_p53AgGnko

(link to PD)

I am the music man

https://www.youtube.com/watch?v=AiSSYO9t7e0
 Second Step
Week 13: We Feel Feelings in Our Bodies

Lesson Objective: Key Terms / Vocabulary: uncomfortable , Materials Needed:

Children will be able to: worried, clues Girl puppet, feelings
1. Identify worry as an unconformable cards
feeling
2. Identify growing up to talk to when
they fell worried
Sunday Monday Tuesday Wednesday Thursday
 Teach the Lesson  Reinforce the  Reinforce the  Reinforce the  Reinforce the
Day 1: Puppet Script Lesson: Lesson: Lesson: Lesson:
 Read Puppet Day 2: Story and Day 3: Skill - Practice  Day 5: Read a
Script Discussion Activity 1 (comfortable Day 4: Skill - Practice book related to
 Discuss last  Show the photo and unconfortable Activity 2 tell grown this week’s
week’s concept on the card but feelings , small group up about worried theme.
about caring and cover the happy objective 1 (Materials: feelings ( Objective 2)  Go online to
helping. How photo with feeling cards( one card SecondStep.org
 At meal time,
can we show we paper. each of happy, sad, for
ask children one
care and help  Ask children scared, surprised,
by one who they recommended
others? what they see angry, and worried) books, resources
 Give thinking and what is  Have children sit would tell if they and videos.
time. happening. in a circle. were worried at
 Teach and sing  Point out the Introduce the school. Send home this week’s
“feeling in my story elements. game.  Then ask who Home Link from the
Body” song  Give think - they would tell if Material Notebook.
(Track 16 of the time and call on  Story Scenarios: they were
Join In and Sing one or two  We’re going to worried at
CD). Sing the children at use our feelings home.
song again during random. cards again  Reinforce this
the week.  Model how our today. We will message: it is
 Play the shape body will react think about always
shifter game when we are which feeling important to tell
from teaching feeling worried make our bodies a grown-up if
material  We feel feelings comfortable and you are worried
notebook one or in our bodies, which ones about
more time during feeling worried make them something.
the day is uncomfortable. Tell a grown up
 Continue to play uncomfortable,  Go through each if your tummy
each day this telling growing card hurts.
week up about your  Have them
feelings help notice how their
you feel better bodies are
feeling
 Discuss which
part of their
bodies feel
comfortable or
uncomfortable